Transformative Learning: How: How an Intercultural Journey Influenced the Perceptions of Preservice Educators

More being, different doing: Illuminating examples of culturally relevant literacy teaching

“…Foregrounds potential for children's books to be accessible materials for conversations about equity and justice (Jiménez, 2021;Weippert et al, 2018). Technological advances and digital text availability potentially offer a pathway to greater representation and multicultural text availability (Hadjioannou & Hutchinson, 2014;Jang et al, 2018) Role of multicultural children's literature: Practices included the use of: (1) children's literature as a mentor text (e.g., Batchelor et al, 2014;Zimmerman et al, 2014); (2) multicultural children's literature as a bridge between students' culture and lesson plan topics and skills (Pauly et al, 2019;Saine & Bryan, 2021);…”

“…Multiple studies discussed the practice of using children's literature as a mentor text through the writing process and genre units of study where teachers can use the experience as an anchor by which to ground and explore their own beliefs about writing (e.g., Pauly et al., 2019). Similarly, Saine and Bryan (2021) positioned children's literature as a critical element of building and activating background knowledge in students within a text set project which scaffolds student learning to meet more rigorous reading objectives of target texts. Drama was infused in Shelton and McDermott's (2010) practice and utilized as an instructional practice that enabled PSTs to fully “walk in the footsteps” of specific experiences related to equality, democracy, and racism.…”